Exploring Teacher and Student Perspectives on Form-Focused Instruction in Communicative EFL Classrooms: An Iranian Context Study

Abstract

This study aimed to explore the perspectives and experiences of Iranian EFL teachers and students regarding the implementation of form-focused instruction (FFI) within communicative language classrooms. This qualitative study was conducted in a private English language institute in Semnan, Iran. Participants included four EFL teachers and a group of upper-intermediate students aged 17–25 years who attended communicative English classes. Data were collected through semi-structured teacher interviews, classroom observations, reflective field notes, and follow-up validation interviews with selected students. Teachers implemented form-focused instruction techniques during communicative classroom activities over a two-week period. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using Braun and Clarke’s framework. Coding and categorization procedures were employed to identify recurring themes related to FFI approaches, uptake, corrective feedback, and communicative interaction. Trustworthiness of findings was enhanced through member checking, inter-coder agreement, and triangulation of interview and observation data. Ethical principles including informed consent, anonymity, and voluntary participation were maintained throughout the research process. The findings revealed that both teachers and students perceived form-focused instruction as a beneficial and necessary component of communicative EFL teaching. Teachers emphasized maintaining communicative fluency while selectively addressing grammatical forms and learner errors. Most participants favored reactive rather than preemptive form-focused practices because they considered them less disruptive to classroom interaction. Teachers also demonstrated preference for implicit instruction but acknowledged the importance of explicit metalinguistic explanations for adult learners when necessary. Students expressed positive attitudes toward integrating grammar instruction into meaning-focused communication and reported that corrective feedback contributed to language awareness and self-correction. Furthermore, the findings highlighted tensions between communicative goals and grammatical accuracy, showing that teachers continuously negotiated these priorities according to classroom context and learner needs. The study concluded that form-focused instruction can be effectively integrated into communicative EFL classrooms when implemented flexibly and contextually. Both teachers and learners recognized the pedagogical value of combining attention to linguistic forms with communicative interaction, particularly within EFL settings where exposure to English outside the classroom is limited. The findings suggest that successful FFI implementation requires pedagogical sensitivity, strategic corrective feedback, and adaptation to learner characteristics and classroom dynamics. Overall, the study supports the view that communicative language teaching and form-focused instruction should be regarded as complementary rather than opposing approaches in foreign language education.